A Test of the Inequity Theory for Job Satisfaction Using Educators' Attitudes Toward Work Motivation and Work Incentives

Abstract

The purposes of this study were to build a theoretical model for job satisfaction and to test its predictive efficacy using six educator groups. The posited inequity relationships were directionally sup ported but the beta weights and the explained variances were low. Cecil Miskel and Richard Hatley are Associate Professors of Edu cational Administration and Douglas Glasnapp is an Associate Professor of Educational Research at the University of Kansas, Lawrence Campus.